【作者】 刘丽；

【导师】 孙影；

【作者基本信息】 安徽师范大学 ， 课程与教学论， 2014， 硕士

【摘要】 心智模型是一种动态的内部表征，它决定人们认识周围世界的方式，并影响学习者面对刺激如何做出反应。然而，一些特定的知识领域对某些学生而言，具有高度复杂性及抽象性（如化学平衡概念），因此他们无法建立起正确的心智模型去了解、掌握某些特定的知识领域。化学教育研究已表明，就化学平衡概念而言，不同年级、不同层次的学生均对其具有不科学的个人概念。学生科学概念的建立过程存在很大困难。因此，本研究试图调查学生可能存在的化学平衡概念的心智模型及其影响因素，为中学化学教与学提供可供借鉴的意见或建议。在综述国内外有关化学平衡以及心智模型相关研究的基础上，首先对“化学平衡”和“心智模型”的概念分别进行界定；其次，通过对“化学平衡”教学价值、课程标准的要求以及教科书中相关内容编排进行分析，设计学生问卷和教师问卷，并按照二段式测验的步骤编制“化学平衡”心智模型的探查工具，对高二、高三以及大一、化学专业师范生进行问卷调查，对收集到的数据利用SPSS18.0统计软件进行分析，总结出不同年级学生化学平衡概念的心智模型的类型和特点，并将学生的心智模型归类为七种，即：直观模型、语言模型、臆想模型、推理错误模型、惯性思维模型、数学逻辑思维模型和科学模型。通过对这些心智模型的进一步分析，得出如下结论：1.不同年级学生对化学平衡的概念认知存在不完整或有缺陷的知识结构；2.不同年级学生化学平衡概念的心智模型的发展是逐渐完善的；3.高中生对化学平衡概念的心智模型是不稳定的；4.高中生对化学平衡概念的认识与科学概念的历史发展相类似。最后，对影响学生化学平衡心智模型的因素进行分析，并提出针对“化学平衡”概念的教学建议。更多还原

【Abstract】 Mental model is a dynamic internal representation，which determines the way ofunderstanding the world，and affects how we react to the external stimulate. However,some concepts are complicated and abstract to some students, such as chemicalequilibrium. Accordingly, these kinds of knowledge cause some students fail toconstruct correct mental models and not to understand or grasp those specific domains.Previous studies in chemical education have claimed that students at different levelshave non-scientific concepts about chemical equilibrium.Therefore，this study tries todetect the mental models about chemical equilibrium that students may hold.Based on the review of existed research on chemical equilibrium and mentalmodel home and abroad, first, the concept of "chemical equilibrium","mental model"were made to define， then， by analyzing the value of teaching "chemicalequilibrium",he demand of curriculum standards and the arrangemen of the textbook，we designed the questionnaire for teachers，also the questionnaire for students todetect mental models about chemical equilibrium，which is developed in accordancewith the steps of the two-tier test. Data was collected from students at grade two, threeof senior high school and freshman, juniors. SPSS18.0software was used to countdata. We summarized the types and characteristics of students at different levelsmental models of chemical equilibrium, and students ’ mental models were classifiedinto seven kinds：intuitive model, language model, imaginary model, reasoning errormodel,the inertia of thinking model,mathematical logic model and scientificmodel.With futher analysis,we concluded that：1. Students from different grades exists incomplete or defective knowledgestructure about chemical equilibrium.2. The development of mental models held by different students is gradual.3. Students ’ mental models of chemical equilibrium are unstable4. Students ’ understanding of chemical equilibrium parallel with the historicaldevelopmentAt last, we analyzed the factors that affect student mental models of chemicalequilibrium, and made recommendations for teaching "chemical equilibrium"relevant knowledge.更多还原